integrating local knowledge in education
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INTEGRATING LOCAL KNOWLEDGE IN
EDUCATION
by Noel R. BuensucesoAsian University Digital Resource Network Forum
Ateneo de ZamboangaFebruary 29, 2012
Outline of Presentation
IntroductionFramework: SWOTStrategy ToolImplementationResultsConclusion and Recommendations
Why is Local Knowledge or Indigenous Knowledge important ?
“Indigenous knowledge is used at the local level by communities as the basis for decisions pertaining to food security, human and animal health, education, natural resources management, and other vital activities. IK is a key element of the social capital of the poor and constitutes their main asset in their efforts to gain control of their own lives. For these reasons, the potential contribution of IK to locally managed, sustainable and cost-effective survival strategies should be promoted in the development process.” ( Gorjestani, 2000)
Indigenous knowledge is not confined to indigenous peoples alone—all communities have developed their own body of knowledge over generations. ( Ibid )
“Ang hindi marunong lumingon sa pinanggalingan ay hindi makararating sa paroroonan.”
Sabi nga ni Dr. Jose P. Rizal
“ Ang hindi magmahal sa kanyang wika ay higit pa sa hayop at malansang isda.” – Dr. Jose P. Rizal
Framework: SWOT
STRENGHT: TEACHERS’ EXPERTISE
“Teaching is the only profession that teaches all other professions”– author unknown
STRENGHT: HETEROGENEOUS STUDENTS
STRENGHT: ACADEMIC FREEDOM
The 1987 Philippine Constitution states that, "Academic Freedom shall be enjoyed in all institutions of higher learning.”
WEAKNESS: TECHNICAL COURSES AND SUBJECTS
Business
Policy Economics Management
WEAKNESS: STANDARDIZED OR DEPARTMENTAL EXAM
WEAKNESS: LACK LOCAL BOOKS AND REFERENCES WITH LOCAL FLAVOR
OPPORTUNITY: LEARNING MANAGEMENT SYSTEMS
OPPORTUNITY: SOCIAL MEDIA
OPPORTUNITY: MUTIPLE INTELLIGENCES
OPPORTUNITY: OPEN, DISTANCE , E-LEARNING
THREAT: ICT INFRASTRUCTURE
THREAT: CHANGE MANAGEMENT
THREAT: COSTS
PROFILE OF CLASSES:
Economics- 6 units for Entrep.and BA studentsand 9 units for Accountancy students
6 sections, 174 students
College courses-Accountancy, BA, Entrep.
Year levels- 60 % 2nd year, 35 % 3rd year, 5 % 4th year
Age range - 16 to 20
Nationalities- mostly Filipinos with 4 foreigners
100% with mobile phones
100% with access to a computer ( laptop or desktop ) at home
STRATEGY TOOL: BLOOM’S DIGITAL TAXONOMY
USE PICTURES OF LOCAL PLACES TO START A CLASS DISCUSSION
Lesson: Exchange rates
POST PICTURES OF NATIONAL HEROES DURING NATIONAL HOLIDAYS
Lesson: Holiday Economics
POST PICTURES THAT REFLECT FILIPINO VALUES
USE PAINTINGS OF NATIONAL ARTISTS AS EXAMPLES
Lesson: Inelastic Supply
CASE STUDY: MANNY PACQUIAO EARNINGS AND THE BEST PAID ATHLETES 2010-2011
Lesson: Labor Market
CASE STUDY: COMPETITION LAW, POLICY HOPE TO CURB MONOPOLIES, CARTELS
Lesson: Monopoly and Oligopoly
USE LOCAL BRANDS AS EXAMPLES
Lesson: Gross Domestic Product
PHILIPPINE STREET FOODLesson: Informal sector of the economy
USE GOVERNMENT WEBSITES: BANGKO SENTRAL NG PILIPINAS
Lesson: Money and Barter
Pre-Hispanic EraTrade among the early Filipinos and with traders from the neighboring islands was conducted through barter. The inconvenience of barter later led to the use of some objects as medium of exchange. Gold, which was plentiful in many parts of the islands, invariably found its way into these objects that included the piloncitos, small bead-liked gold bits considered by the local numismatists as the earliest coin of the ancient Filipinos, and gold barter rings.
FOLLOW / LIKE PAGES, BLOGS OF EXPERTS: FROM AMBETH OCAMPO’S FB PAGE
Lesson: Corporations
CASE STUDY: USING ORIGINAL PILIPINO MUSIC TO TEACH ECONOMICS
Objective: To reinforce students' understanding of basic microeconomic concepts
- Choose at least one microeconomic principle discussed in Eco-103 class.
- Find a corresponding Original Pilipino Music illustrating the same concept(s).
- Write a paper with at least 20 sentences summarizing the message of the song, defining the economic concept (s) in student’s own words, and explaining how the economic concept(s) is (are) illustrated in the song.
- Post the lyrics of the song ( with the composer's name ) and paper in FB online group.
RESULTS:
Songs chosen: Tatsulok, Kayod Kabayo, Kayod Barya, Higante, Paraiso, Karaniwang Tao, Bahay, Esem, Upuan, Masdan Mo ( Ang Kapaligiran ) Artists: Gloc 9, Francis M., Eraserheads ,Noel Cabangon, Juan Dela Cruz Band, Asin, Brownman Revival, Apo Hiking Society, Apl de Ap, Ely Buendia, Mike Hanopol, Yano, Parokya ni Edgar, Gary Granada, Joey Ayala,
Economic Concepts: Externalities ( pollution ), Unemployment, Inflation, Inequality, Capitalism, Labor Market, Water-Diamond Paradox, Utility
RESULTS:
Reinforced learning ( validated their class performance )
(Re) discovered old songs
Time constraint on both the teacher and the student
CASE STUDY 2: PROJECT-BASED LEARNING Objectives:
- To reflect on learning experience in Microeconomics
- To provide final evidence of project-based learning activity
Procedures:
- Create an Audio-Visual Presentation ( AVP )
- The AVP must be at least 3 minutes and no more than 5 minutes.
- The AVP must be a first person narrative told in student’s own voice.
- Use original photos, videos, drawings, or illustrations.
CASE STUDY 2: PROJECT-BASED LEARNING
- Use a music track to add emotional tone.The music must only be used as a
background. Any genre or type of music as long as it does not distract the viewer from the message of the AVP. An Original Pilipino Music ( or OPM ) will be highly appreciated.
- Upload AVP ( via link from YouTube ,Slideshare, or other means ) in online FB group.
RESULTS:
More personal / Ownership of work
Multiple Intelligences- Acting, Photography, Singing, Drawing, Animation,Puppetry, etc.
Learned how to make a storyboard
Most used mobile phones ( smart phones ) for video
Improved communication skills
Lack technical skills in editing
CONCLUSIONS AND RECOMMENDATIONS:
Appreciate local culture
Sharing of culture within the class
Address Multiple Intelligences
Easier to understand technical terms
Appreciate economics
More Personal / Ownership
Better class performance ( grades )
CONCLUSIONS AND RECOMMENDATIONS:
Should be given and explained at the start of the
semester
Collaborate with Communication Department
re technical skills
Set parameters re choice of OPM songs ( 1970s and 1980s )
Experiment on cooperative learning
OPM in Pilipino but analysis in English
Issue: OPM for foreign students
Experiment on Filipino literature and Advertisements
Time Constraint
